|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Pursuing early childhood inclusion through reinforcing partnerships with parents of disabled children: beliefs of Greek pre-service early childhood educators|
|Keywords:||Initial teacher education|
early childhood education and care
|Citation:||Fyssa A, Tsakiri M & Mouroutsou S (2023) Pursuing early childhood inclusion through reinforcing partnerships with parents of disabled children: beliefs of Greek pre-service early childhood educators. <i>European Early Childhood Education Research Journal</i>, 31 (1), pp. 34-50. https://doi.org/10.1080/1350293x.2022.2153258|
|Abstract:||Early childhood inclusion for disabled children is a priority area as jointly stated by United Nations’ and European Commission’s policies. Educators have a crucial role in supporting all children’s learning by working cooperatively with parents. However, their internalized ableist/disablist beliefs and misconceptions can inhibit the process of inclusion and effective parental partnership. Initial Teacher Education (ITE) is the pivotal factor in preparing early childhood educators (ECEs) for inclusive learning environments. Therefore, this survey investigated 332 Greek pre- service ECEs’ preparation and their beliefs of self-efficacy of inclusion and parental empowerment. Results show that pre- service ECEs’ knowledge has an impact on their beliefs about inclusion. Additionally, our results highlight the need to approach ITE through inclusive and critical disability studies pedagogies. Such an orientation could provide prospective ECEs with the mental models and confidence that augment their willingness for supporting inclusion, and collaborating with parents, leading to a transformative praxis.|
|Rights:||This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript version of the following article, accepted for publication in European Early Childhood Education Research Journal. Fyssa A, Tsakiri M & Mouroutsou S (2023) Pursuing early childhood inclusion through reinforcing partnerships with parents of disabled children: beliefs of Greek pre-service early childhood educators. European Early Childhood Education Research Journal, 31 (1), pp. 34-50. https://doi.org/10.1080/1350293x.2022.2153258. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.|
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